Comprehensive Child Studies最新文献

{"title":"Children’s participation in decision-making about library development: Experience in sociological analysis","authors":"E. Kolosova, Anna Sofia V. Konyashkina","doi":"10.33910/2687-0223-2020-2-3-178-183","DOIUrl":"https://doi.org/10.33910/2687-0223-2020-2-3-178-183","url":null,"abstract":"The article examines the functions that modern libraries perform and substantiates the need for transforming and modernizing the space of children’s libraries in order to make them more appealing, improve their image, and attract the interest of the general public to this type of institutions. The following key trends of information and library services for children are outlined: the coexistence of electronic and printed books in the life of a modern child; the evolution of practical reading skills in the modern world (associated with the use of smartphones, personal computers, tablets, etc.); new forms and methods of working with children and adolescents in the context of digital technology development; changes in the nature of library and information services, and the new competence requirements for librarians due to the introduction of new technologies, including Web 2.0; an increasing transfer of library services to the virtual space.\u0000The paper presents methodological approaches of participating sociology that are most suitable for studying children’s views on possible changes in libraries. The authors demonstrate the advantages of applying child-friendly methods (drawing method, unfinished sentence method) and conducting polls for adolescents. The methods presented in the article are used to collect and study the opinions of readers from different age groups. It is easy for groups of adolescents to fill out an anonymous questionnaire. The most suitable method for preschool-age readers is the drawing technique, which allows a child who has not yet mastered the skill of written language to give answers to the researcher’s questions in an accessible and understandable form. For primary school children, the drawing technique can be supplemented by the method of unfinished sentences. It is also noted that, when composing surveys for children and adolescents, the basic approaches and requirements to compiling questionnaires for minors should be observed.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115398935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between the type of cardiac regulation and the components of social intelligence in schoolchildren","authors":"A. Dobrin, Yuri A. Petrichenko, A. V. Shakhsuvarov, A. Artemov","doi":"10.33910/2687-0223-2019-1-4-285-291","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-4-285-291","url":null,"abstract":"The article presents the results of a pilot study investigating features of social intelligence (SI) and its connection with the type of cardiac rhythm regulation in schoolchildren. Currently, there is evidence that informational overload and increase in psychological stress associated with the learning process lead to stress in the functional systems of the body. At the same time, training success depends on the blood flow rate in the brain, which in turn depends on the characteristics of the cardiac output. It is known that the regulation of cardiac output is carried out by autonomous and central circuits, the activity of which can be marked by indicators of cardiac rhythm variability. The central regulation loop includes mechanisms of control from the cortex of the cerebral hemispheres. It is also the cerebral cortex that determines the characteristics of susceptibility to social influence. Studies show that modulation of control over the results of activities leading to changes in behaviour is associated with susceptibility to social influence. In turn, success of interpersonal interaction and adaptation to social reality depend on social intelligence. In this regard, it is suggested that schoolchildren with different levels of social intelligence development will exhibit different characteristics of cardiac rhythm variability, as well as that the type of cardiac regulation can be associated with the characteristics of both social intelligence and its components. The current research involved 54 schoolchildren. Assessment of their social intelligence development was administered using the Guildford Social Intelligence Test, adapted by E. S. Mikhailova (Mikhailova 2007). Evaluation of the cardiac regulation type was carried out on the basis of cardiac rhythm variability analysis. The results of the study suggest that type III cardiac regulation prevails among schoolchildren (54.9%), which indicates the optimal state of regulatory systems. Reliable differences of such a SI component as the “factor of cognition of behavioral classes — СВС” were revealed in students with type I and type III cardiac regulation. It is suggested that there is a connection between the components of social intelligence and the indicators of the cardiac rhythm variability in schoolchildren.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125960981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children and the city: On the way to co-participating design","authors":"E. Lebedeva, E. Kupryashkina, N. E. Rakitina","doi":"10.33910/2687-0223-2019-1-3-189-199","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-3-189-199","url":null,"abstract":"The article substantiates the idea that children can participate in the process resolving the issues that affect them by being involved in the study and transformation of the urban environment. The principle of participation allows both children and adults to become part of the urban community, to feel social responsibility for the state of the urban environment, to become involved in the processes of improvement of their immediate vicinity and neighbourhood. The ideas of urban environment co-design are actively developed by representatives of the new urbanism (J. Jacobs, J. Gale, O. Newman, G. Sanoff, etc.). Tactical urbanisation is a practical tool for creating a friendly urban environment that ensures active involvement of children and adolescents. Tactical urbanism serves to reduce the distance in social interactions between children and adults, to design urban spaces based on child and adolescent ideas about them, to support local communities, etc. Examples of the ways the principles of tactical urbanism involving children and adolescents may be implemented are such small-scale low-cost temporary improvements as temporary playgrounds, isles of greenery, pedestrian crossings, and other social art interventions. The most effective involvement of children and adolescents in the transformation of the urban environment is via research and educational activities. The article describes cases of urban research involving children, as well as examples of implementing the project method in relation to social problems of local communities and organising urban environment. In order to understand and correctly interpret children’s needs it is necessary to further develop the area of co-participating research of the urban environment and to include children as informants, researchers, and interpreters. At the same time, it is important to understand that the children’s needs change as they grow up, and it is important to hear not only the voices of adolescents, but also the views of pre-school and primary school age children. “Soft” techniques with elements of projection can be instrumental for the achievement of this task. The authors suggest that the next step towards involving children in the transformation of the urban environment could be taken by including them in the preparation of social projects. Participation in project design may help to bring children to the level of solving a social problem by determining a set of concrete actions.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122328133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The main areas of research on the space of modern childhood in the framework of the young researchers’ qualifying papers competition","authors":"S. N. Mayorova-Scheglova, Alexandra Y. Gubanova","doi":"10.33910/2687-0223-2019-1-3-265-268","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-3-265-268","url":null,"abstract":"","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124798896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The image of the child as perceived by expecting mothers","authors":"A. Strelenko, Elena Kolmychevskaya","doi":"10.33910/2687-0223-2019-1-1-33-42","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-1-33-42","url":null,"abstract":"The article focuses on the issue of the future child’s image in the minds of expecting mothers. The urgency of the issue lies in the fact that the field of prenatal psychology in the Republic of Belarus has been experiencing a great need for more scientific information in this area of study. Currently available research outcomes do not provide a holistic view of the psychological problem and cannot contribute to the process of identifying pregnant women in need of psychological counselling and support. As a result, there is evidence of an increase in the number of expecting mothers who are not psychologically prepared for the change in their social role. The goal of the present research was to study the distinct features of the future child’s image as it is perceived by pregnant women during the term of their first and subsequent pregnancies.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127247895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychological aspects of left-handedness: Concept, causes, and peculiarities","authors":"I. Shirokova","doi":"10.33910/2687-0223-2019-1-1-73-79","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-1-73-79","url":null,"abstract":"Left-handed is a characteristic of individual typological features of a person. At the present stage of society, solving a number of psychological problems in the traditional educational process, it is important to investigate psychophysiological peculiarities and specificity of causes of the laterality pattern’s formation in junior schoolchildren. Children with a left-sided profile are not a homogeneous group. Among the causes of left-handedness are the following: heredity or genetic left-handedness (as an individual congenital characteristic), pathological or compensatory (as a result of the compensation mechanism), forced or acquired (as a result of injury to the right hand or retraining). Recent studies describe how left-handers differ greatly from right-handed schoolchildren in their mental development, world’s perception, prevailing thinking strategies and specificity of emotional-affective expression. The reasons for this are manifold. However, the key factor is the inextricable and intimate connection of the left-handedness and the hemispheric dominance that leads to a specific functional organization, of the brain work. This means that the left-handed brain works and complies by some other rules in comparison with right-handed people. As a result they have some educational peculiarities and difficulties. In most cases, these children have difficulties in mastering oral and written language skills, numeracy and mathematical operations. A characteristic feature of left handers is the insufficient and specific development of visual perception, which normally creates the basis for mastering reading and writing. Unfortunately children with left handedness do not receive adequate assistance in school, since education and upbringing are focused on right handed people. It is also shown that «traditional» retraining in early childhood can lead to distress, which has a negative impact on the children. Therefore, it is necessary to include in the educational process special methods and techniques. Thus it will be a favorable condition for their harmonious personal and intellectual development and effective mastering of various modules of the school curriculum. This article presents a theoretical model analysis of the causes and consequences of the development of sinistrality, briefly considered the psychological characteristics of left-handed children.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121435230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On some historical and pedagogical aspects of the formation of pedagogical psychology as a science (John Amos Comenius, Adolph Diesterweg, Vasilii Zenkovsky, Sergei Hessen)","authors":"Svetlana M. Marchukova","doi":"10.33910/2687-0223-2019-1-1-4-10","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-1-4-10","url":null,"abstract":"The article focuses on the issue of the formation of educational psychology as a science in the classic works of John Amos Comenius, Adolph Diesterweg, Vasiliy Zenkovsky and Sergei Hessen. The significance of their works: Comenius’s “Labyrinth of the World and Paradise of the Heart”, Diesterweg’s “Teacher Training Guide”, Zenkovsky’s “The Problem of Psychic Causality”, and Hessen’s “Foundations of Pedagogy: Introduction to Applied Philosophy” for the modern understanding of the principles of nature and cultural conformity in the psychology of educational activities cannot be underestimated. The authors also note Boris Ananyev’s substantiation of the connection between the development of pedagogical thought in Comenius’s legacy and the formation and development of pedagogical psychology (“Issues of teaching and upbringing psychology in the writings of Jan Amos Comenius”, 1971). \u0000Particular attention is devoted to characterising the cultural conformity principle and the ways in which it is connected with the formation of historical, cultural and national identity (A. Disterweg), with the development of pedagogical psychology in Russian foreign pedagogy of the 1920–30s (V. Zenkovsky), with the relevance of Zenkovsky’s research for the development of practical pedagogical psychology in the socio-cultural conditions of the modern world. The authors emphasise the relevance of Diesterveg’s thesis regarding the need to develop in teachers the “ability to unlearn”, as the “art of unlearning” is no less important than the “ability to learn”. \u0000An appeal to the historical context of the development of pedagogical psychology as an independent science allows the researchers to reveal the historical continuity of ideas about nature and culture and the evolution of educational psychology. In particular, the authors discuss such concepts as “a security centre” (Comenius), “a centre of gravity” (A. Diesterweg), “a centre uniting all mental processes in the educational system” (V. Zenkovsky), “a balance between centripetal personality force and centrifugal forces of external culture” (Hessen). In conclusion, the authors substantiate the need to find a harmonious combination of the principles of nature and culture in educational psychology in the socio-cultural conditions of the modern times.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132327084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correcting childhood fears by means of rationalization","authors":"Оксана Евгеньевна Ельникова","doi":"10.33910/2687-0223-2019-1-1-43-48","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-1-43-48","url":null,"abstract":"The article describes the strategy of overcoming fears in children by means of rationalization based on the analysis of situations causing fear. The strategy presented in the article is based on P. Dubois’ principle of rational therapy. The concept of “rationalization” is briefly analysed as a psychological defence and as a corrective strategy. The article describes a constructive process of overcoming fears, which involves the child’s assessment of his / her own capabilities and potential support from others. The emphasis is placed on the stage of understanding, designing and testing the quality of alternative forms of behaviour, which leads to the deployment of familiar programs amended with newly acquired elements in response to new (changing) conditions. The correctional technique described in the article is aimed at finding a reasonable way out of a frightening situation. The article provides a detailed description of all stages of the correctional strategy, including four main types of corrective measures: drawing, individual correctional interviews, psychological training, and simulations of frightening situations. It outlines the main goals and objectives of each stage of the correctional strategy and also presents an original scheme and an example of an individual correctional interview based on the principle of rationalisation as a key element of childhood fear correction by means of rationalisation. The authors describe training sessions where behaviour models developed in the framework of individual correctional interviews are practiced. It is suggested that using the strategy presented in the article will lead to the development of a constructive and economical behavioural strategy allowing, on the one hand, to remove the negative emotional impact of fear, and on the other, to avoid dangerous or frightening events.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130482109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Difficulties in diagnosing the emotional-evaluative component of primary schoolchildren’s value-based attitudes","authors":"L. Savinova","doi":"10.33910/2687-0223-2019-1-1-57-64","DOIUrl":"https://doi.org/10.33910/2687-0223-2019-1-1-57-64","url":null,"abstract":"The article is devoted to the description of the approach to assessing the dynamics of personal achievements in primary school in accordance with the requirements of the Federal State Educational Standard of Primary General Education. The new goal of spiritual and moral development of schoolchildren has required us to review the old technocratic paradigm of diagnosing educational results. The central aim of education today is to support the formation of a child’s value attitudes system, therefore, the teacher must be able to qualitatively assess the process of child’s moral and spiritual development. The importance of such work at primary school age is highlighted by the author, who describes the evaluation system designed to measure the development of value attitude components. Emphasis is placed on the assessment of the emotional-evaluative component being the most complex. The key difficulties of administering assessment and interpreting the obtained diagnostic results are revealed. They are instability in component demonstration, the influence of reference adults, constant change of the studied component and the whole value-semantic structure of the child’s personality during this particularly sensitive period. The author suggests possible ways of overcoming the difficulties by means of several techniques, repetition to establish the stability of the emotional reaction, discussion of the results with the children in order to create the atmosphere of trust and openness, comparison between the manifestation of the studied component with others and the manifestation of the value attitude as a whole. The paper refers to the titles, authors, and descriptions of the methods, and presents the data obtained as a result of research conducted over several years. The author describes the qualitative characteristics of the levels of emotional-evaluative component of value attitudes in accordance with the proposed criteria and indicators, and provides specific examples of the qualitative characteristics of the emotional-evaluative component of the value attitude to family, nature, and homeland. The article emphasises the importance of correct identification and interpretation of single components component and the value attitude as a whole in the organisation of an effective education process.","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128781118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between inhibitory control and lateral preferences in normal individuals and individuals with speech disorders","authors":"A. Dobrin","doi":"10.33910/2687-0223-2021-3-3-179-185","DOIUrl":"https://doi.org/10.33910/2687-0223-2021-3-3-179-185","url":null,"abstract":"","PeriodicalId":114383,"journal":{"name":"Comprehensive Child Studies","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126176780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}